Cloud QUICK GUIDE
1 Getting Started Imagine Learning is an award-winning language and literacy software program that features interactive activities, videos, and games. It s research-based, instructionally differentiated, and incredibly fun to use. Teacher/Admin Portal Student Login my.imaginelearning.com Launch Imagine Learning app or visit: go.imaginelearning.com SITE CODE: USERNAME: PASSWORD: Student Login Reminders Student login cards can help students remember their information until they have it memorized. Select group or students and click print login cards from the Actions menu.
2 Equipment Computers and Devices To ensure a smooth student experience, test all devices in advance. (See panel 13 for a list of supported devices.) Headsets Imagine Learning is best utilized with headphones and a microphone. * Please be sure to keep each headset with its paired computer so as not to confuse device connections. Printer (Optional) Teachers can print supplemental classroom materials or reports from the Portal by using the browser s built-in print functionality.
3 Teacher Information Imagine Learning Portal Review group and individual student data, listen to student recordings, and evaluate student s writing. Launch Activity Menu (below) and Teacher Resources (panel 4). Manage classroom and student account preferences (session time, student passwords, etc.). Activity Menu The Activity Menu provides easy access to every activity for individual, small-group, or whole-group instruction. Change program settings, including first-language support. Launch the Imagine Learning Portal to find reports, management functions, and additional resources. Enter the Imagine Museum to preview performance-based student engagement features. Log out of the Activity Menu and return to the login page.
Word Building with /ŭ/: Gus and I decodable text Phonics and Word Recognition: Decodable Words Copyright Imagine Learning, Inc. Inflectional Endings: Example Cards Phonics and Word Recognition: Affixes Copyright Imagine Learning, Inc. Copyright Imagine Learning, Inc. Basic Vocabulary Vocabulary Scenes: Animals Reteaching Lessons Decodable Words CCSS.RF.K.3b TEKS 110.11.3.B LEARNING OBJECTIVE: Decode words using the short u sound (/ŭ/) in a CVC word. LANGUAGE OBJECTIVE: Use phonics clues to sound out and read words with the short u sound (/ŭ/). Lesson Overview Students use letter tiles to build new words by replacing one letter at a time. Students then blend sounds of letters to read the new words. Materials Preparation Pocket chart Cut out Large Letter Cards. Large Letter Cards s, u, m, n Cut out the letter tiles a, u, r, s, b, h, n, g, t, and m from each Build a Word printout. Build a Word printout (one for each student) Gus and I decodable text (one for each student pair) Word Stairs printout (extension activity) Teach and Model Display pocket chart. Hold up large letter cards. Say: Let s use letters you have learned to build some words. Model word building: I will build the first word, sum. The first sound in sum is /s/. What letter stands for /s/? Place the letter card s in the pocket chart. Say: The middle sound is /ŭ/. What letter stands for /ŭ/? Place the letter u in the pocket chart. Say: The last sound is /m/. What letter stands for /m/? Place the letter t in the pocket chart. Say: Now let s read the whole word: sum. As students say sum, sweep your finger under the word. Model: Watch as I change just one letter in this word to make a new word. Replace the letter card m with the letter card n. Lesson 130 Ask: What is the sound for n? What is the new word? As students say sun, sweep your finger under the word. Paired with See You around the Solar System Written by Noelle Carter Practice and Apply Illustrated by Jed Henry Give each student a copy of the Build a Word printout and a set of letter tiles (a, u, r, s, b, h, n, g, t, m). Instruct Lexile : 1030L, 586 words students to say the name of each letter tile and place it in the builder box. Then have students build the model word men by sliding letters up from the builder box and along the arrow. How would you feel if only a few planets had been found in the history Say: Let s of build a new word. Take s from sun and replace it with b. the world and you had discovered one of them? For many years we Ask: knew What is of the new word? Have students sweep their finger under the word bun and say it together. Write the word in a column on the board. nine planets in our solar system. Then, in 2005, astronomer Mike Brown and his Say: Now change n to s. What s the new word? team discovered a new planet in the solar system, and suddenly there were Have students sweep their finger under the word bus and say it together. Add the word to the column on the ten planets! board. Continue the process with the following letters and words: If a scientist makes a discovery, people must check to make sure it s true. change s to g (bug) So astronomers from all around the world looked at the new planet, Eris. They change u to a (bag) were excited, but they weren t sure that Eris was really a planet because it change b to h (hag) change a to u (hug) was not quite like most planets, which made scientists start asking questions about what makes an object in space a planet. Eris was most similar Word to Pluto, Building with /ŭ/ the ninth planet in the solar system. If Eris wasn t a planet, then Pluto Phonics might and not Word Recognition: Decodable Words 9 Copyright Imagine Learning, Inc. be a planet either. Anyone interested in planets went crazy. What was the definition of a planet? Astronomers hadn t needed one before, but now they had to decide. They held a big meeting and voted on the rules an object must follow to be called a planet. Now, to find out if something is a planet, you have to ask three questions: 1. Does it orbit the sun? A planet has to go around the sun instead of around another planet. For example, the moon doesn t go around the sun; it goes around Earth. Eris and Pluto go around the sun, so they re planets so far. 2. Is it round? Gravity is a force that pulls inward toward the center of a planet. A planet has enough gravity to pull its mass into a spherical, or round, shape. Both Eris and Pluto are round, just like planets. Copyright Imagine Learning, Inc. Reading Lessons: Leveled Books Little Planets: Big Problem (simple) Grade 1 10 Min. 4 Teacher Resources Teacher Resources provides supplemental classroom activities, re-teaching lesson plans, book texts, worksheets, flashcards, graphic organizers and other printable materials that work hand-in-hand with the Imagine Learning digital curriculum in a blended learning environment. To access Teacher Resources, click Activities, then Teacher Resources. Gus and I We want to have fun, my pup, Gus and I. We sit in the sun. We see bugs go by. That is not fun. Now we sit on a rug. But it is no fun. We sit by the mud. So I get up. Gus does too. We jump and run. This is new. Look, we like this. Run, run, run. This is good. Now we can have fun. dog s peach es bark ing roll ed small er smart est Name: Little Planets: Big Problem Little Planets: Big Problem Word Building with /ŭ/
5 Add Students Note: Groups should be created prior to adding students 2 1 1 Select the Students tab from 2 the Management Tool. Click the Add button. 4 3 3 4 Search to add an existing student. -OR- Click Create new student.
6 Edit Student Details To edit one student: 1 2 2 1 Select the Students tab from the Management Tool. 2 Click the student s name or the pencil icon to edit individual students. To bulk edit multiple students: B A C A B C Check the boxes next to the students names. Click the Actions dropdown. Click Edit.
7 Action Areas & Growth Tools Action Areas Tool The Action Areas Tool offers critical insights into student progress by identifying which skills students are struggling with. ACTION AREAS View skills needing intervention The left navigation pane lists all curriculum areas. This number denotes how many students are struggling in a curriculum area. Click a curriculum area and click Intervention Tools to view details, suggested activities, and printouts. GROWTH Growth Tool The Growth Tool shows student learning gains over time. It also compares students to similar students within a desired progression range. Filter options Use filter options to compare student growth by individuals, classes, or grades.
8 Progress & Usage Tools PROGRESS Progress Tool The Progress Tool shows demonstrated proficiency levels by curriculum area, giving educators an easy way to visualize group or student progress over time and compare it to target levels. Skill details The skill details view shows the student s score for each skill within a curriculum area. Also, teachers can link to the Action Areas Tool for intervention and further instruction. USAGE Usage Tool The Usage Tool shows usage patterns over time and tracks against usage goals. Teachers can quickly spot patterns where specific students may not be getting the usage they need. Administrator views School and district administrators can easily see where attention is needed to ensure that students are getting the most out of the program.
9 Student Instructions Students who use the program with fidelity are more likely to achieve optimal results. Imagine Learning makes the following usage guidelines: Pre-K 1st Grade: 10 20 Minutes 2nd Grade+: 30 Minutes } 3 5 times per week Navigation Buttons Ask for Help Repeat Directions Let s Go (to the next activity) Move On Pause Translate (when first-language support is enabled) This message indicates that the student has not taken any action for a while. Resume the session by clicking in the screen. Student Recording To record: 1 Click the microphone. 2 Read the passage out loud. 3 Click the stop button. Note: The student will not be able to turn the page until the above steps are completed.
10 Student Experience Student Placement and Growth The first time students log in, they will take an adaptive placement test. The information from the test determines which instructional activities the students see. Later in the school year the students take a growth assessment that measures how they have progressed. It is essential that students take the placement test carefully and independently or the program will not be able to place them accurately. If unsure of a question, students still need to click an answer in order to move on. Built-in Checkpoints As students work through the curriculum, the Smart Sequencer monitors the student experience through predictive and evaluative checkpoints. These checkpoints determine what adjustments should be made to better support student growth.
11 Student Engagement Gaming Theory Design Lively music, captivating videos, and engaging instructional games boost students interest. Performance-based Booster Bits encourage increased student ownership. Students can then use their earned Booster Bits to customize their own exhibits in the Imagine Museum. Fast-paced content, self-monitoring tools, and opportunities for self-expression make learning fun. Motivational Features Progress Indicator, Booster Bits, and End of Session Screen offer consistent performance feedback for better self-assessment.
12 Instructional Scenarios There are several instructional models that work well with Imagine Learning. Below are a few examples. Teacher-led instruction One-on-one intervention Because Imagine Learning activities teach key language and literacy skills, teachers can select desired lessons for focused whole-class instruction, practice, and review. Projecting activities or using them with an interactive white board makes it easy for everyone to participate. Teachers can use the Action Areas Tool to gain insight on where individual students are struggling and use that information to provide focused instruction. This data is especially helpful as you create an RTI plan and work on skills remediation. Teachers can also extend learning by reviewing student recordings and written responses to offer direct feedback. Small-group instruction Computer bank or lab rotation The Action Areas Tool pinpoints where individual students are struggling and immediately creates skill-based intervention groups. The tool also suggests printed materials or activities that allow for targeted intervention using tablets or laptops. Imagine Learning provides each student with an individualized learning path by providing systematic, adaptive instruction. This makes it ideal for independent student learning whether it be at an in-class station or in a computer lab.
13 Devices Device Supported* Installation PC Yes Windows 7 or later *PC installer Mac Yes OS 10.7 or later *Mac installer ipad Yes ios 7 or later (ipad mini 2, ipad 3, or newer) ios App Store Chromebook Yes Chrome Web Store Android Yes 4.0 or later Google Play Store Kindle Yes Kindle Fire Amazon App Store Microsoft Tablet Yes Surface series or Lenovo tablet Windows Store * For a complete list of supported devices and installation details, please visit support.imaginelearning.com.
14 Support Imagine Learning Technical Support... help.imaginelearning.com support.imaginelearning.com support@imaginelearning.com 1.866.457.8776 Imagine Learning Customer Success Manager NAME EMAIL PHONE Imagine Learning Site Expert NAME EMAIL PHONE
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